An Analysis the Eighth Grade Students’ Motivation to Learn English MTs Al-Munawwar Bojonegoro: A Qualitative Study

HABIBI, ILHAM MAULANA (2026) An Analysis the Eighth Grade Students’ Motivation to Learn English MTs Al-Munawwar Bojonegoro: A Qualitative Study. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Habibi, I. M. (2026). An analysis of eighth grade students' motivation to learn English at MTs Al-Munawwar Bojonegoro: A qualitative study, IKIP PGRI Bojonegoro, Advisor (I) Ayu Fitrianingsih, S. Pd., M. Pd., (II) Okhta Ika Rahmawati, S. Pd., M. Pd. Keywords: English learning, learning motivation, qualitative study, students’ motivation. Motivation is one of the most important factors that influence students' success in learning English. Students with high motivation tend to participate more actively in learning activities, have greater enthusiasm, and ultimately achieve optimal academic results. This study aims to analyze the motivation of eighth-grade B students in learning English and to identify the factors that influence their motivation at MTs Al-Munawwar Bojonegoro. This research uses qualitative research design. The research participants consisted of 27 eighth-grade B students. Data was collected through questionnaires and documentation. The questionnaire consisted of ten statements regarding students' motivation in learning English, with "Yes" or "No" answer options. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The research results show that students generally have a positive motivation toward learning English. The research results show that 100% of students like English lessons, feel happy when the lesson starts, want to be able to speak English fluently in the future, complete assignments on time, gain motivation from the teacher, are interested in the teacher's teaching methods, and feel more motivated when they receive good grades. Additionally, 77.8% of students continue to study English even without homework. However, only 37.0% of students feel confident when answering questions in English, while the remaining 63.0% still lack confidence. Peer support is also relatively low, with only 40.7% of students stating that they receive support from their classmates. This study concludes that student motivation is influenced by internal factors such as interest, future goals, achievement motivation, self-confidence, and learning awareness, as well as external factors such as teacher support, teaching methods, classroom atmosphere, peer influence, and family support.

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